Abstract
The SPICES model of educational strategies remains a key tool for reforming and organizing the undergraduate medical curriculum. The key elements promoted in the SPICES model, student-centred learning, problem-based learning, integrated or inter-professional teaching, community based education, elective studies, and a systematic or planned approach, are now widely shared and accepted. Introducing new learning opportunities in Biochemistry teaching and learning activities provides an opportunity to use the SPICES model to develop an innovation. It is possible to visualize a curriculum by plotting it on the SPICES spectrum and observing whether its use of any of the six strategies is more to one end of the spectrum than the other. This paper present the SPICES model for Biochemistry can be modified as Student centred, Practical Based (in Laboratory), Integrated, Clinical Oriented, Elective
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